Sarum Academy

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About Sarum Academy

Name Sarum Academy
Ofsted Inspections
Headteacher Mrs Jennifer Moore
Address Westwood Road, Salisbury, SP2 9HS
Phone Number 01722323431
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Church of England
Gender Mixed
Number of Pupils 693
Local Authority Wiltshire
Highlights from Latest Inspection


Sarum Academy continues to be a good school.

What is it like to attend this school?

Sarum Academy is a welcoming school. Pupils are safe and happy.

They enjoy school. Staff set clear expectations for pupils. Pupils understand these and respond positively to them.

Staff promote the school's shared values, known as 'I am Sarum'. These reflect the Christian ethos of the school. Pupils learn about the importance of these expectations, for example through assemblies.

Pupils are kind and respectful. This is an inclusive school where pupils can be themselves. Pupils understand what bullying is.

They say that it is rare, and have confidence in staff to resolve an...y incidents that occur. Staff and pupils enjoy positive working relationships.

Pupils attend a wide range of clubs and activities, such as photography and book club.

They participate in sports and performing arts events. They are also positive about the trips and visits they participate in throughout the year.

Most pupils focus on their learning in lessons.

They follow teachers' instructions and listen to one another carefully. There is a small minority of pupils who find this more difficult. Teachers follow the school's behaviour system and manage this effectively.

What does the school do well and what does it need to do better?

Leaders have high aspirations for pupils. They are determined that all pupils, including those with special educational needs and/or disabilities (SEND), study a broad range of subjects. For example, leaders are successfully encouraging more pupils to continue to study a modern foreign language in key stage 4.

In the sixth form, there is a wide range of subjects available for students. These include professional qualifications, such as in hairdressing and cookery.

The curriculum is well planned.

Teachers have strong subject knowledge. They anticipate areas of the curriculum that pupils may find difficult and make suitable adjustments. Teachers provide clear instructions so that pupils understand what is expected of them.

In most subjects, teachers use assessment effectively to check what pupils have learned from the curriculum. Teachers use this insight to make adaptations to the curriculum and to support pupils to make improvements. For example, art students in the sixth form used teachers' advice successfully to develop their ideas further.

However, in some subjects, the use of assessment is not as well developed. This leads to pupils not remembering important ideas in the longer term.

Leaders have prioritised supporting pupils to read well.

All pupils benefit from the opportunity to read regularly as part of the curriculum. Pupils who need support with reading receive the help they need to catch up.

Leaders have developed a strong inclusive ethos at the school.

They identify pupils with SEND and make sure that they receive the help they need. As a result, pupils with SEND follow the curriculum successfully. They are well prepared for their future.

Pupils behave well. Most pupils are positive and attend school expecting to work hard. There is a small minority of pupils who are less well motivated.

These pupils are not disrupting learning for others. They are, however, achieving less than they could.

Leaders use 'life in all its fullness' to describe their approach to pupils' development.

Pupils develop positive attitudes towards others. They also become self-reliant and resilient. Pupils learn about different careers and how to be good citizens.

Pupils are well informed about the next steps they can take. For example, in the sixth form, all students move on to apprenticeships, employment or university.

Pupils benefit from a range of leadership opportunities.

These include roles as mentors and ambassadors, and participation in The Duke of Edinburgh's Award. Sixth-form students are positive role models and take the lead when working with younger pupils.

Trustees and governors support school leaders effectively.

They promote the vision of the school and challenge leaders on how they can make further improvements. Staff are proud to work at the school. They say leaders listen to them and are considerate of their well-being.


The arrangements for safeguarding are effective.

Leaders have clear systems in place so that pupils and staff can easily report concerns. Leaders seek the support of other agencies when necessary.

They follow up their referrals if they are not satisfied with the response.

Leaders check carefully that adults they employ, or those who volunteer, are suitable to work with children. They also closely monitor the alternative providers that they use.

Pupils learn how to keep themselves safe, including when online. They also know how to protect their own mental health.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers' use of assessment does not support pupils to remember important ideas in the longer term.

This means that pupils do not securely build on their existing knowledge. Leaders need to ensure that teachers use assessment to identify where pupils are not assured in their understanding of the curriculum, so that they can adapt their planning in response.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in October 2017.

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